Experimental Research On Difference Of The Isomeric Problem Solving Between High School Students

To cultivate students’chemical problem-solving ability is one of the task of chem-istry. Organic chemistry is an important part of chemistry discipline, isomers which is a important knowledge of chemistry is throughout the study of Organic Chemistry, therefore, it is significant to explore students’ isomeric problem solving. Supported by the Metacognitive theory and Problem Solving theory, through combining the group test, typical interviews and oral reports, we conducted the metacognitive level questionnaire, isomeric test, isomeric concept interviews, isomeric oral report about isomeric problem solving. After these, we studied the students’ metacognitive level and isomeric problem solving process from students’ attainment level and gender. Meanwhile we studied the functional mechanism of students’ metacognitive level on isomeric problem solving process.This paper mainly contains five sections:In the first section, we put forward the importance of this research and status of related problems,clarified the research content and methods as well as the purpose and significance of the study.In the second section, we read the related literature Overseas and Domestic, then made a detailed review about the guiding theory and related issues, so as to provide theoretical basis for our study.In the third section, we made instructions for the processes and methods about emp-irical research, including the preparation of research tools, the selection of participants, research methods and procedure.In the fourth section, we counted the test and questionnaire, analyzed them by SPSS 19.0 and EXCEL and drew some conclusions, then, put forward some suggestions for teaching. It mainly include four parts:(1) It is a research about the learning situation of the concept of isomers, and we could get the reasons of errors through the typical interview. (2) We gave the students isomeric test, and analyzed students’isomeric problem solving from gender and attainment level.(3) We gave the students metacogni-tive questionnaire and analyzed it from attainment level and gender. (4) We explored the relationship between metacognition and isomeric problem solving. In order to analyze the psychological mechanism of isomeric problem solving, we chose several different level students to do metacognitive isomers oral reports. From the study, we could draw these conclusions:(1) Students’ attainment level is related to their isomeric problem solving. Students with high attainment level, can get higher point in isomeric test. (2) Students’ metacognitive level is related to their attainment level, students with high attainment level, can get higher point in metacognitive level test. (3) Students’ metacogn-itive level is related to their isomeric problem solving. Students with high metacognitive level get high score in isomeric test, so teachers should pay more attention to train stud-ents’ metacognitive ability. According to this search, we put forward some suggestions for teaching:(1) Optimize traditional teaching methods and help students study concepts better. (2)Cultivate students’ metacognitive ability and motivate their enthusiasm. (3)Transform traditional perspective of diagnosing and pay more attention to their mechanism of problem solving. (4) Excavate the potential resources of gifted students and make them get improvement together through their cooperation.In the last section of this paper, we made a summary for the study, put forward sev-eral suggestions for teaching and made self-reflection.